obe tony coloma

OUTCOME BASED EDUCATION

Tony ColomaFaculty Member, PAREF Northfield School for Boys

OUTCOME BASED EDUCATION

• What is OBE?• Why shift to OBE (from Traditional

Education)?• OBE Models• OBE Frameworks

What is Outcome Based Education?• an educational process that focuses on what

students CAN DO or the QUALITIES that they should develop after they exit the educational system. (Spady 1994)

• OBE is learner centric approach (DOE 1997)

• discourages traditional education approaches

CONVENTIONAL MODEL OF TEACHING

What do I need to teach?

PLANNING WITH OUTCOME IN MIND

How are they going to learn the content?

How am I going to assess their learning?

What will learners’ be able to do?

How can we tell that they learned the skills?

What content do we need to teach the learners to demonstrate their learning?

Paradigm shiftTraditional• Time is

predetermined; Achievement varies

OBE

• Achievement is pre determined; Time varies

Traditional

• Exam driven

• Rote-learning is encouraged.

OBE

• Learners are assessed on an ongoing basis.

• Critical thinking, reasoning, reflection and action are encouraged.

Traditional• Syllabus is content-based

and divided into subjects.

• Teachers are responsible for learning and motivation depends on the personality of the teacher.

OBE• Content is integrated and

learning is relevant and connected to real-life situations.

• Learners take responsibility for their own learning and are motivated by feedback and affirmation of their worth.

Traditional• Lack of emphasis on

skill needed in jobs

OBE• Produce/reproduce

what was taught

OBE Models• Craft Guilds of the Middle

Ages• Apprenticeship • Training in the Skilled

Trades• Personnel Training in

Business• Professional Licensure• Military Training

Programs

• Scouting Merit Badges• Karate Instruction• Scuba Instruction• Flight Schools• Ski Schools• One-Room School houses• "Alternative" High Schools• Parenting

Framework for Outcomes-based Education

Commission on Higher Education Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment

What is needed?

• Mission and Vision are translated into:– Indicators

• correspond to the competencies (which should be specific, measurable, attainable, realistic, and time-bound): Qualification- NF Graduates have the SKILLS?)

Commission on Higher Education Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment

"I don't know who you are. I don't know what you want. If you are looking for ransom I can tell you I don't have money,

but what I do have are a very particular set of skills. Skills I have acquired over a very long career. Skills that make me a nightmare for people like you. If you let my daughter go now that'll be the end of it. I will not look for you, I will not pursue you, but if you don't, I will look for you, I will find you and I will kill you."

—Liam Neeson, Taken

What is needed?

• Mission and Vision are translated into:– metrics

• what will be measured? (number of students who passed the college/university entrance exam, rate or score to pass the college/university test)

– Targets• What is the desired value? (100% desired

university, 85% or 95% passed or accepted in big University -- local or international)

Commission on Higher Education Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment

• Program outcomes are the sets of competencies (related knowledge, skills, and attitudes) that all learners are expected to demonstrate.

• Course outcomes refer to the knowledge, values, and skills all learners are expected to demonstrate at the end of a course.

What kind of PAREF Northfield Graduates do we want to produce?”

How do you teach in an OBE framework?

• Transformative learning (J. Mezirow)

How do you teach in an OBE framework?

• Learner-centered

How do you teach in an OBE framework?

• Understanding by Design

Try this!• Indicate at least one or two learning outcomes• Provide the indicators• How will you assess the aim?

Learning outcome Indicators Assessment Mode of delivery (teaching)

At the end of the course students should be able to:• decide which

measuring tools can be used for a specific measurement (S, D,and T)

• Convert unit of measure

• Suggest which type of measuring instrument is appropriate in measuring distance, speed, and time.

• Use appropriate measuring instrument /s

• Test: Given a hypothesis, write the correct measuring instrument to be used

• Performance based: use the instrument to measure speed, distance, and time.

Learning outcome Indicators Assessment Mode of delivery (teaching)

At the end of the course students should be able to:• decide which

inferential statistics can be used for a specific hypothesis

• Encode data acceptable in SPSS

• use SPSS to compute for the inferential statistics

• Suggest which type of statistics to be used given a hypothesis

• Use SPSS to encode survey data

• Click appropriate menu in SPSS when computing for ANOVA, t-test etc.

• Test: Given a hypothesis, write the correct stats to be used

• Performance based: encode the data from a survey to the SPSS worksheet

• Checklist: step by step procedure in using SPSS

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